St Peter’s C of E Primary School is a fully inclusive school which encourages learning by providing a welcoming, friendly and supportive environment through.

St Peter’s C of E Primary School is a fully inclusive school which encourages learning by providing a welcoming, friendly and supportive environment through which Christian values are central to the ethos of the school community and its teaching. This commitment ensures that every child and member of staff, no matter what their background or family/personal circumstances fulfils their full potential. This begins in our pre school provision and continues through Foundation Stage, Key Stage One and Key Stage Two.

St Peter’s CE Primary School also offers education to children from across the LA’s East Cluster, and sometimes beyond, who have been identified as having considerable needs or barriers to learning. There are two LA resourced provision classes one in Reception/KS1 and the other in KS2 that provide assessment and specialist teaching for 25 pupils from across the borough.

What we offer………

We identify a child with needs through………Discussion with parents/ carers

Analysing assessment data and identifying progress and attainment.

Transfer of data from previous school if a child moves schools.

Monitoring of children’s social and emotional development by all staff.

Information from external agencies.

For children joining the LA Resourced Provision Classes these concerns would have been raised in the above way at their local school but would be supported by recommendations from external professionals in particular the Educational Psychologist.

The children referred to the resourced provision in The Infant Assessment Class (IAC) or the Junior Support Base (JSB) would be placed on a waiting list and considered at the next panel meeting which are held 3 times a year (mid Autumn, Spring and Summer Terms).

We involve parents through……..

Regular parents meetings.

Contacting parents about any concerns.

Further meetings with class teacher, learning mentor, SENCo or other staff as necessary.

Multi agency meetings if necessary.

We have specialist resource bases……

As stated, the school has two LA Resourced Provision Classes; The Infant Assessment Class and The Junior Support Base. This resourced provision supports children with moderate learning difficulties but also has 10 high needs places which include the support of children with autism.

The school has a morning and afternoon 12 place provision for 2 year olds in line with the Government’s eligibility criteria. The creation of this provision supports our early intervention approach to working with children and parents.

To enable effective early intervention, the school has a Nurture group supporting the social and emotional needs of pupils primarily in Y1 and Y2.

In school your child will be supported by…..

The Assistant head teacher/SENCO has overall charge of all students on the SEND register and will oversee monitoring and evaluation of progress and provision.

Depending on the child’s need they may be supported in the following way:Differentiated work within the classroom.

Extra small group, targeted work, identified and monitored and evaluated through the provision map.

Individual plans to support children’s specific needs; health, learning, or socialand emotional development which are reviewed with parents and children each term.

Depending on the nature of the child’s need the following people may be involved in supporting them:

•Class teacher•Teaching assistants•Learning mentor•SENCo•Shadow SENCo•1:1 support•Outside agencies

In the Resourced Provision the children are supported by specialist teachers and teaching assistants who teach these classes and provide additional support and expertise to all staff, pupils and parents in St Peter’s CE Primary School.

How are decisions made about the amount and type of provision required?Decisions are based on quality evidence the school has collected: both data evidence and that from talking to everyone involved in teaching a child.

Decisions will also be based on the advice from any other professionals who have been working with or assessing a child.

The amount of provision is decided in line with the needs of the child; this could be a short term programme of work such as a half term of input on a specific area of need or longer term, in class, support.

Effectiveness of any intervention will be monitored throughout, with a full evaluation at the end or at review points to ascertain progress towards objectives.

Review points will be termly. They will be overseen and directed by the SENCo.

These decisions will be discussed with parents and children, as appropriate, at regular meetings or additional meetings as necessary.

In the Resourced Provision the children’s progress is discussed termly at a panel meeting and the panel make decisions as to future provision for the child.

The Curriculum and Differentiation All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable them to understand the relevance and purpose of learning activities; experience levels of understanding and rates of progress that bring feelings of success and achievement.

AccessibilityThe school has 4 disabled toilets in school one in each resource base, one in the School entrance lobby and one in the Nursery lobby.

The school has recently has a redesign and refurbishment and wherever this has occurred due consideration has been given to access including ramps, colour schemes to ensure best visibility for visually impaired children and widened doors. The governing body is aware of the need to plan to provide facilities to allow the greatest possible inclusion of pupils with a range of physical needs.

Home school transport is made available for children particularly inline with the LA transport policy. http://www.redcar-cleveland.gov.uk/rcbcweb.nsf/web+full+list/dac370da028e515580256f110034b813

The Foundation Stage has a canopy to allow access to outdoor learning regardless of weather.

The children’s progress and achievement is monitored continuously and recorded each half term any concerns are immediately discussed with parents and children.

We encourage an active partnership through an ongoing dialogue with parents.

We have a home–school agreement that we ask parents to sign up to.

A named governor takes a particular interest in special needs and is always willing to talk to parents.

We have regular meetings each term to share the progress of special needs children with their parents.

Parents and children have been consulted with regard to the New 2014 Curriculum.

We are always looking for opportunities to work with parents to help them understand how best to support their children these include events such as e safety training, to Read Write Inc workshops in Early Years, craft sessions, Family Learning to support basic skills.

It is vital that we work together

The school has an open door policy and parents are always welcome to come into school.

We consult with parents about any outside intervention we believe is necessary. Parents are regularly invited into school to share the children’s achievements such as class assemblies or special presentations.

We have a medicine policy and medicine is administered in accordance with this.

The school operates a system of a first day call to any absent children if the parents have not already contacted school to ensure that they are safe.

For children with health problems a health care plan is written and regularly reviewed with parents.

Children with any problems are able to talk to any members of staff but the school does employ a learning mentor who is able to support children with longer term social and emotional issues

Staff from the nurture class are part of a Nurture Network and have received accredited training. As well as supporting children within the Nurture Group the staff also support children across school

Individual plans are written for those children with specific needs including social and emotional needs and parents and children are included in their development.

The school nurse is available to advise on any health problems a child may have.

Within School SpecialismSENCO holds National Award for Special Educational Needs Coordination

Specialist teacher dyslexia

Teacher’s and support staff with expertise in working with children with SEN (2 Support bases)

Emotional Literacy Support Assistant (ELSA) & Learning mentor

Staff with experience of working with autistic children

Staff with experience of working with children with Speech and Language difficulties

Staff trained in the theory and practice of nurture groups

All staff Team Teach trained and 3 Team Teach Trainers

At times the school have called on the advice and support of the following outside agencies.Speech and Language Therapistshttp://southtees.nhs.uk/services/children-and-family-community-services/paediatric-speech-and-language-therapy/

Educational Psychologist

School Nurse and health visitor

The child and adolescent mental health service (CAMHs)http://www.tewv.nhs.uk/Our-services1/Teesside/Children-and-young-peoples-services/Redcar-CAMHS/

Physiotherapistshttp://southtees.nhs.uk/services/clinical-support-services/physiotherapy/paediatric-physiotherapy/

Occupational therapistshttp://southtees.nhs.uk/services/clinical-support-services/occupational-therapy/paediatric-occupational-therapy/

Visually Impaired Service

Hearing Impaired Service

Specialist Teaching Service (STS) Learning Behaviour ASC

The Link Supporting children who are experiencing emotional troubles

Attendance & Welfare Service (AWS). Including Behaviour Education Support Team (BEST)

The Access Team -Safeguarding Children

The Psychological Counselling Service

The Continence Nurse

EVA For women and children affected by Domestic Violence

Redcar and Cleveland Parent Partnership Service Provides support and information for parents and carers who have children with Special Educational Needs (SEN).

Carers Together Provides information and support for carers

The Junction Supporting young carers

Cleveland Fire BrigadeServices for Children and Young People

Pete Davies Child Protection Officer for Education

Staff training:All teachers have qualified teacher status and teaching assistants have a minimum of a Level 2 qualification.

All staff are Team Teach trained

All TAs are first aid trained

All staff are Epi pen trained

All staff and governors have annual e-safety training

Some staff have received Early Bird training

All staff have received and passed online child protection awareness training.

Some staff are trained for Better Reading Partnership.

Many staff are Read Write Inc trained.

Nurture Group staff have received Nurture Group training, training in Boxhall assessment and Draw and Talk Therapy

Our Learning Mentor is ELSA trained and receives ongoing support.

Some staff in Early years are trained to use BLAST a S&LT intervention

Our Shadow SENCo has a dyslexia qualification

Future planned training and disability awareness:

Full staff SEN Code of Practice 2014 Implementation

Further Autism training

Attachment training

Team Teach Training update.

More staff to be Read Write Inc trained.

We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. All children are included in extra curricular activities, class visits or residential trips with appropriate support being offered.

We ensure that we discuss with parents any arrangements that may be needed to be made to ensure that their child feels safe and happy whist participating in a visit away from school.

Within school transition:We have a carefully planned transition week for all children when they move to their new class on an afternoon to meet their new class mates and become familiar with their teachers and area.

Parents are invited to meet the class teacher during transition week and enjoy activities alongside their child.

Staff meeting time is allocated for staff to discuss new classes and pass on information

Transition to resourced provision:Parents are invited to look around prior to their child being placed on a waiting list.

Children allocated places are invited to attend some transition sessions with their parents

Children receive a book about their new class to ensure familiarity is maintained over the holidays.

Parents and children are encouraged to use the school website to become familiar with the school.

Transition for children leaving us:

For more vulnerable children we have early discussions with all schools receiving our children.

Extra visits are made with staff from St Peters.

Children joining us mid year:Children and young people joining St Peter’s in the middle of an academic year do so by arrangement with the head teacher.

The SENCo is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with Education, Health and Care plans.

The Provision Map together with individual plans help inform decisions about allocation of funds.

The Headteacher informs the governing body of how the funding allocated to support special educational needs has been employed.

The Headteacher and the SENCo meet regularly to agree on how to use funds directly related to statements and pupil premium.This is also discussed with the Leadership Team.

The first person to contact if you are worried about your child is their class teacher, if the class teacher is unavailable parents should contact the Headteacher; Mr Unthank.

Our learning Mentor Mrs. Hayden is always happy to discuss and support children’s social and emotional difficulties with you.

Our Assistant Headteacher, SENCo and nominated person for child protection is Mrs Skelton

The Shadow SENCo is Mrs Tierney

The Governor with responsibility for Special Needs is David Jackson.

All of these people are available by ringing the school on: 01287 676210

Who to talk to……..